2018-02-22T05:08:49ZProgression of engineering students who attended a pre-sessional residential summer schoolhttps://dspace.lboro.ac.uk/2134/9458
Title: Progression of engineering students who attended a pre-sessional residential summer school
Authors: Perkin, Glynis; Bamforth, Sarah E.; Robinson, Carol L.
Abstract: 'Flying Start', a pre-sessional residential summer school was first held in September 2003
for incoming undergraduates, in the Department of Electronic and Electrical Engineering, with a weak
or non-traditional mathematical background. In addition to mathematics sessions, the programme
included an emphasis on key skills workshops, group work, evening social activities and an
introduction to the Mathematics Learning Support Centre (MLSC) and its facilities. The MLSC, open to
everyone at Loughborough University, has a wealth of mathematics support material and offers oneto-
one mathematics support, which is available on a drop-in basis.
Due to the success of the first 'Flying Start', the pre-sessional school ran annually for four years and
intake was widened to include students, who met the criteria, from engineering or engineering related
disciplines. Following the first three summer schools, attendees who scored less than 50% on a
mathematics diagnostic test, were also offered additional individual support with their mathematics
modules during their first year of study. This paper presents the findings of a longitudinal study
tracking retention rates and degree classification of students who attended the 2003 and 2004 ‘Flying
Start’. These results are compared to those obtained by non 'Flying Start' attendees who entered the
same department in the Engineering Faculty in 2004. Conclusions are drawn about the effectiveness
of the mathematics support offered to students who enter university with a weak mathematical
background.
Description: This paper was presented at Engineering Education 2010 (EE2010): Inspiring the next generation of engineers, 6 - 8 July 2010, Aston University, organised by the Higher Education Academy Engineering Subject Centre, Loughborough University.2010-01-01T00:00:00ZIssues associated with professional accreditation of UK master's programmeshttps://dspace.lboro.ac.uk/2134/9440
Title: Issues associated with professional accreditation of UK master's programmes
Authors: Horner, Jane L.
Abstract: Traditionally in the UK, the Professional Engineering Institutions (PEIs)
have accredited undergraduate programmes as meeting the educational
requirements for registration as a professional engineer. Students follow either a
BEng programme, which is three years full time study or an MEng programme, which
is four years full time study. MEng programmes have a higher entry requirement than
BEng programmes and are expected to produce graduates with both a broader and a
deeper knowledge base than a BEng graduate in the same discipline. In 2004, the
UK Engineering Council published UKSPEC,
which expressed the competences
required by professional engineers in terms of outcome statements and set the MEng
outcomes as the minimum educational requirement for professional registration. With
the introduction of UKSPEC,
PEIs have started to accredit MSc programmes as
meeting the further learning requirements for a BEng graduate wishing to become a
chartered engineer. This has raised a number of issues in both PEIs and UK
engineering departments regarding the assessment of the learning outcomes of
MScs against the requirements of UKSPEC.
These issues include how to determine
the level of the learning outcomes and the specific nature of many UK masters
programmes. The paper will address both the issues raised by PEIs and the
problems encountered by departments. Although this paper is focused on issues
related to UK taught postgraduate programmes, the observations on good practice
are applicable to the quality assurance procedures of other taught postgraduate
programmes.
Description: This paper was presented at Engineering Education 2008: International Conference on Innovation, Good Practice and Research in Engineering Education, held on 14 -16 July 2008, at Loughborough University, England.2008-01-01T00:00:00ZDeveloping a departmental strategy to improve student feedbackhttps://dspace.lboro.ac.uk/2134/9439
Title: Developing a departmental strategy to improve student feedback
Authors: Horner, Jane L.
Abstract: In response to the National Student Survey, the Department of Aeronautical and Automotive Engineering at Loughborough University decided to improve both the written feedback given to students on coursework and the time taken to return marked coursework. This required discussing the students’ expectations of written feedback with both staff student liaison committees and departmental staff meetings. Underpinning the development of the strategy was a strong wish not to impose a uniform approach on staff and also to make clear that a well designed feedback system can reduce staff time spent on marking rather than increase it. Examples of different approaches to feedback were developed and debated at staff meetings. Also discussed was the link between learning outcomes, marking schemes and the type of feedback to give students. With the individual investigative project modules, feedback sheets were developed to reflect the different expectations from BEng and MEng students as stated in the Engineering Council’s UK-SPEC publication. It was agreed by staff that the minimum a student could expect was a generic feedback sheet for the whole cohort and that ideally all written feedback should be individual. To ensure both timely return of coursework and to allow spot checks of the level of feedback to students, a central coursework return point for staff was established. The department sees its strategy on coursework as an ongoing process and has improved the response from its students on feedback year on year as evidence by the National Student Survey
Description: This paper was presented at Engineering Education 2010 (EE2010): Inspiring the next generation of engineers, 6 - 8 July 2010, Aston University, organised by the Higher Education Academy Engineering Subject Centre, Loughborough University.2010-01-01T00:00:00ZCredit bearing work-based learning: learning from other's practicehttps://dspace.lboro.ac.uk/2134/9428
Title: Credit bearing work-based learning: learning from other's practice
Authors: Bamforth, Sarah E.; Lilley, Debra; Lowery, Caroline A.; Crawford, Adam
Abstract: Work-based learning (WBL) in Higher Education (HE) encompasses a range of activities associated with employability and the workplace. This paper focuses on work-based learning in the context of learning for work, with campus-based learners gaining experience in the workplace, linked to formally accredited Higher Education programmes. In Engineering work-based learning typically involves industrial sandwich placements which may result in an additional award, such as a ‘diploma of industrial studies’, but rarely result in credit. In other disciplines such as Health and Medicine, however, there is a long tradition of awarding credit for work-based learning. This paper outlines the context and drivers for awarding credit for work based learning in Engineering and draws on literature, cross-discipline case studies and stakeholder perceptions to describe models of work-based learning and assessment practices appropriate to Engineering. It concludes by reflecting on the practical implications for academic institutions, staff, students and industrial supervisors involved.
Description: This paper was presented at Engineering Education 2010 (EE2010): Inspiring the next generation of engineers, 6 - 8 July 2010, Aston University, organised by the Higher Education Academy Engineering Subject Centre, Loughborough University.2010-01-01T00:00:00Z